Study On Teaching Strategies Of Senior High School Speculative Argumentative Writing Based On Learning Task Group

The Standard of General Senior High School Chinese Curriculum(2017 Edition)has launched major reforms to the curriculum structure,and it also proposes 18 "learning task groups" to conduct task-oriented Chinese courses teaching.On the purpose of enhancing students' core competencies in Chinese curriculum,different "learning tasks"are established by the way of setting learning-situations,problem-designing,etc.Among the 18 learning task groups,"speculative reading and writing" is listed as an independent item,which has great guiding significance for senior high school Chinese teaching.Since the 2017 National College Entrance Examination,the test of composition tends to examine students' speculative ability.Therefore,the concept of speculative argumentative writing was introduced in senior high school composition writing.Under the guidance of the new curriculum standard's teaching philosophy,effective Chinese teaching reform can promote the improvement of senior high school students'writing ability.However,through the questionnaires,many problems are found in the senior high school speculative argumentative writing teaching.For example,the teaching mode is too monotonous and fragmented,and it lacks a systematic model of speculative argumentative writing teaching;the speculative argumentative writing's structure is too imitative and lack of thinking training for students;the idea of speculative argumentative writing teaching is not specific and deepened,and it is not from the perspective of high school students to carry out in-depth teaching and so on.Based on the problems existing in the speculative argumentative writing teaching in senior high school,this thesis studies and analyzes teaching cases,and believes that the new curriculum standard' s teaching philosophy should be implemented,and the learning task group teaching mode should be combined with the relevant content of the senior high school Chinese textbook(2019 edition)to organize teaching activities by the form of "group teaching","group reading","group expression" and "group debate",and we should constantly explore the specific tasks of senior high school speculative argumentative writing,develop and integrate teaching resources,and improve the writing teaching mode,so as to strengthen the high school speculative argumentative writing teaching.By analyzing the specific implementation plans of the "learning task group" in the speculative argumentative writing teaching in senior high school,this thesis proposes the following conclusions:First,by organizing teaching activities of senior high school speculative argumentative writing through the learning task group,senior high school writing teaching can be closely linked with the new curriculum standards,implementing senior high school Chinese writing teaching tasks according to the requirements of the new curriculum standards,and it will pay more attention to student autonomy and teaching integration.Secondly,organizing high school speculative argumentative writing teaching based on the“learning task group”can make use of the multidimensional feature of the "learning task group" model,therefore,promote the innovation of students'thinking patterns.Thirdly,the“learning task group”transforms a monotonous and fragmented teaching mode into a systematic and orderly teaching mode.It will increases the amount and difficulty of teachers,preparation,forcing teachers to improve their professional abilities and comprehensive competencies to meet students' learning requirements,and effectively enhance the effect of writing teaching.In summary,the learning task group has instructive significance for the speculative argumentative writing teaching in senior high school,which has changed the previous monotonous and fragmented teaching mode,and it served the transformation of Chinese classroom writing teaching.The study of high school speculative argumentative writing teaching strategies based on learning task group also provides new ideas for the transformation of senior high school writing teaching.